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2026/27 NSTU-011 - ASD Early Intervention & Comm. Specialist, Base: Sydney River Elem. (1-Year)

The Cape Breton-Victoria Regional Centre for Education is responsible for the administration of the public school system within the boundaries of Cape Breton and Victoria Counties, supporting approximately 12,000 students in 38 schools.

 

We foster a caring, dynamic, and creative environment that provides educational opportunities, promotes a love of learning, respect for others and challenges all persons to develop their full potential to become confident, versatile, lifelong learners and thinkers. We are committed to ensuring the success and achievement of all students within a culturally responsive, safe, and inclusive school environment.

 

The CBVRCE invites applications for the above noted position as we work together to create success for all students in our region.   Our goal is to be a diverse workforce that is representative, at all job levels, of the students we serve.  The Centre for Education welcomes applications from Indigenous People, African Canadian and Other Racially Visible Persons, Members of the 2SLGBTQI++ community, Persons with Disabilities and Women in occupations or positions where they are under-represented.  If you are a member of one of these equity groups, we encourage you to apply and self-identify on your application. Applicants with disabilities who require assistance during the application process may contact Claudette Vickers at 902-562-6812 or c-vickers@cbvrce.ca to request reasonable accommodations.

 

Application Deadline:   August 23, 2026 by Midnight

 

Qualifications
 

  • A valid Nova Scotia Teacher's Certificate or other professional certification recognized by the Nova Scotia Department of Education and Early Childhood Development, as appropriate to the position.

  • Minimum five (5) years of successful experience supporting students with diverse learning, communication, behavioural, developmental, physical, sensory, and/or social-emotional needs.

  • Demonstrated experience as a Learning Support Teacher, Student Services Specialist, Inclusive Education Specialist, Program Planning Specialist, or in a comparable student support leadership role is considered an asset.

  • Demonstrated knowledge and experience supporting students who require Augmentative and Alternative Communication (AAC), communication supports, Assistive Technology (AT), and Accessible Educational Materials (AEM).

  • Experience working collaboratively with multidisciplinary teams including Speech-Language Pathologists, Occupational Therapists, Physiotherapists, Psychologists, Behaviour Specialists, Autism Specialists, Assistive Technology Workers, classroom teachers, school administrators, educational assistants and families.

  • Demonstrated knowledge of Universal Design for Learning (UDL), Multi-Tiered System of Supports (MTSS), inclusive education, student planning processes, and Individual Program Planning.

 

Applicants must demonstrate, through their application, the necessary competencies and qualifications in this posting.  The process may include an interview. 


Applicants must:

  • upload a completed resume and cover letter with their application
  • ensure your resume addresses required qualifications and competencies
  • include 3 references, one of which is the applicant's immediate supervisor

 

 

ASD Early Intervention and Communication Specialist - NSTU

Description:

Provides support to students diagnosed with ASD related to language and communication and social skill challenges who are transitioning into school and who require programming support in the first few years of public school education. Provides support to teachers and Teaching Support Teams in the development and implementation of communication programming and specific teaching strategies for identified students. Contributes to the assessment and individualized program planning process with school staff and families to maximize learning experiences for students with ASD.

 

Competencies Required:

  1. The ability to apply knowledge and expertise of the strengths, challenges and behavioral profile of young students with ASD.
  2. The ability to apply knowledge and expertise in Assistive Technology and Augmentative and Alternative Communication assessment, purpose and application of AAC systems.
  3. The ability to plan program goals and designated outcomes for students.
  4. The ability to implement strategies, activities and techniques for promoting quality student performance in communication and language development.
  5. Demonstrated awareness of a variety of Assistive Technology and AAC devices/services, strategies and tools and the ability to integrate this technology into educational programs.
  6. The ability to assess communication and language learning outcomes achieved by students using a variety of assessment procedures (e.g., formal and informal testing, observation, ongoing monitoring of performance).
  7. The ability to work as a contributing team member.
  8. The ability to utilize current technologies, with a strong background in speech generating devices and communication software.
  9. Proven ability to work as a contributing member of Teaching Support and Student Planning teams.

 

Responsibilities:

  1. Works in collaborative, culturally responsive and inclusive ways with the ASD Specialist, classroom and learning support teachers to develop programming for students with ASD transitioning from pre-primary to primary and in grades Primary-3.
  2. Align support, programming and strategies with Multi-Tiered System of Supports (MTSS)
  3. Establish, demonstrate, model and evaluate interventions for identified students in whole class, targeted small group and 1:1 setting
  4. Provide programming and assessment of progress support to the Student Planning and Teaching Support teams.
  5. Maintain data and progress reports for students on caseload.
  6. Work respectfully and collaboratively with administration, classroom teachers, learning support teachers, and school-based specialist staff (i.e., SLPs, ASD Specialists/Autism Support Teachers, School Psychologists).
  7. Provide on-going coaching and professional learning opportunities to school staff regarding language, communication, and social skill interventions and supports for students with ASD.
  8. Keep current and pursue continuing education and professional development in ASD and other areas of education pertinent to the position.
  9. Carry out other responsibilities as designated by the Coordinator Of Student Services.

Salary is as per NSTU Provincial Collective Agreement

 

 

 

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